Analysis Of Measure Errors And Teaching Strategies In The Primary Synthesis Of Developing Chinese

Chinese has the most diverse quantifiers.Compared with the quantifiers of other languages,the number of quantifiers in Chinese is large,widely used,and the grammatical functions and semantic features are more complex,which makes learners who use Chinese as a second language hardly to learn.It is often difficult to accurately understand these words when using Chinese quantifiers,and there are errors in use.This not only affects the progress of Chinese learning,but also seriously attacks the self-confidence of foreign students.Therefore,many experts and scholars are biased towards the quantifiers in Chinese as a foreign language.And teaching has been studied.Through the quantitative statistics and classification of the quantifiers in the primary synthesis(I)and(II)of Developing Chinese,the Bohai University Korea Branch Quantifier Acquisition Questionnaire was designed,with 37 Korean students from the Korea Branch of Bohai University.The respondents conducted investigations,collected valid questionnaires and analyzed the results of the surveys,and summarized the main types of the primary comprehensive fluent acquisition errors in Developing Chinese,including the generalization of "Ge",the wrong words of quantifiers and the wrong words.Using the other questions,and then based on the questionnaire and the types of errors in the development of the primary comprehensive middle-level vocabulary in the development of Chinese,the specific reasons for the acquisition of the primary comprehensive fluent in the development of Chinese,the main reasons for the complexity of the Chinese Quantifiers.Sexual problems,inaccurate interpretation of textbooks,unreasonable layout of teaching materials,factors such as insufficient teaching ability of teachers of Chinese as a foreign language,influence of learners' own negative transfer of mother tongue,excessive generalization of knowledge of target language,and students Cognitive level,learning strategy and communication strategies are different,and finally based on the questionnaire And the reasons for the bias in the acquisition of quantifiers give the teaching strategies for the acquisition of the primary comprehensive middle-quantity words in Developing Chinese,including: strengthening the analysis of confusing quantifiers such as synonymy and homonymy;teaching through language comparison;Inductive classification for teaching,and put forward some suggestions for improving teaching materials and improving the teaching ability of teachers of Chinese as a foreign language.